Students make connections in essays
21/01/12 15:21 Filed in: Christian Ed
- "Selfishness, pride, and the desire for power are the driving forces for one to ignore, insult, hurt, and kill others. That is why Christians have been called to carry out the only thing that can rise above these troubles and give hope to life: love."
- "Within my own life I can see myself disregarding others' importance compared to what I want to accomplish and do. The most clear example for me is when friends ask me for help on homework. Some of the time I find myself thinking that as long as I understand it, it's fine; what a waste of time to teach. In these times I am placing myself and my own convenience over someone else's learning. I am stating that they are not worth my time and effort....In his letter to the Philippians Paul clearly states, 'Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves' (New International Version, Phil. 2.3).”
How can you lead groups more effectively?
12/01/12 08:00 Filed in: Productivity
Like you, I want to lead groups more effectively. Something that has helped me improve my effectiveness is reflecting with others on questions about leading groups.
Try this—ask yourself the following 5 questions:
Related resources you might want to explore:
Try this—ask yourself the following 5 questions:
- What helps a group function effectively?
- What’s your role in a given group? (Are you a facilitator/coach, consultant, or presenter?)
- How can you promote thoughtful group conversation?
- What's the purpose of the conversation? (Do you want the group to explore a topic? Do you need the group to make a decision?)
- How can you get everyone involved? (How can you help reticent people contribute? How can you help talkative people make room in the conversation for others?)
Related resources you might want to explore:
How can we more effectively prepare students to connect God's world and Word?
09/12/11 08:43 Filed in: Christian Ed
I'm smiling. I'm reading an introductory paragraph of an essay written by an alum of Christian Academy in Japan (who is now in her senior year of college):
There are over 27 million image bearers of God enslaved today.1 Twenty-seven million men, women, and children whom Jesus died and rose again to save are trapped in an existence in which they are told that they are not human, that they have no worth, that they cannot escape, and that they do not even own themselves. This invisible population is woven into our global economy and touches most of the products we buy—"[h]uman trafficking tears apart the structure of local economies, adds to the bureaucratic and law enforcement burden at all levels of government, and destroys people's lives."2 And because of the complicated nature of supply chains in our world, casual consumption indirectly supports slavery by buying products that were in part made by slave labor. In order to faithfully live out our Christian call to justice in this new global society, it is necessary to carefully evaluate our consumption practices in order to be faithful stewards of our resources in the restoration and bring shalom.
2 questions:
1 K. Bales. Disposable People: New Slavery in the Global Economy (Berkeley: University of California Press, 2004), 8.
2 E. M. Wheaton, E. J. Schauer, and T. V. Galli. "Economics of Human Trafficking." International Migration 48.4 (2010): 114-141, esp. 132.
There are over 27 million image bearers of God enslaved today.1 Twenty-seven million men, women, and children whom Jesus died and rose again to save are trapped in an existence in which they are told that they are not human, that they have no worth, that they cannot escape, and that they do not even own themselves. This invisible population is woven into our global economy and touches most of the products we buy—"[h]uman trafficking tears apart the structure of local economies, adds to the bureaucratic and law enforcement burden at all levels of government, and destroys people's lives."2 And because of the complicated nature of supply chains in our world, casual consumption indirectly supports slavery by buying products that were in part made by slave labor. In order to faithfully live out our Christian call to justice in this new global society, it is necessary to carefully evaluate our consumption practices in order to be faithful stewards of our resources in the restoration and bring shalom.
2 questions:
- How can we more effectively prepare students to connect God's world and Word?
- What can we do to make it possible for students to write essay introductions like this at an earlier age? Say, during their senior year of high school?
- Connect God's world, God's Word, and life
- Start small and get started
- What Biblical teaching connects to what students are studying?
- How can you more effectively target Biblical perspective?
- Help your students connect what they study and creation-fall-redemption-restoration
- Develop a guaranteed, viable, Biblical perspective curriculum
1 K. Bales. Disposable People: New Slavery in the Global Economy (Berkeley: University of California Press, 2004), 8.
2 E. M. Wheaton, E. J. Schauer, and T. V. Galli. "Economics of Human Trafficking." International Migration 48.4 (2010): 114-141, esp. 132.
Believe in others to empower them to grow
11/11/11 08:10 Filed in: Coaching
You and I both want to grow. We want to grow so we can pursue God’s calling even more. So, we target growth areas like leadership, spiritual disciplines, conflict management, life balance, and Japanese language proficiency.
You and I both know that people who believe in us empower us to grow. I’ve experienced it in my own life. You have, too. When people believe in me, I can do more. I remember talking with my regional director about a workshop. He invited me to lead workshop sessions about focusing on the mission’s purpose and on asking open-ended questions. I felt hesitant. So, I asked some questions. He responded, “Do what you want. I trust you. You’ll know what to do.” I was energized to develop and deliver quality workshops.
I’ve also experienced that believing in others empowers them to grow. For example, I was working with a missionary who was serving in a new ministry, one that really stretched him. I was listening as he reflected on the past 9 months. And then he said, “One of the biggest things you did for me was believe in me. You thought I could do it. That gave me confidence to accomplish new things.”
As a result of these and other experiences, I’ve become increasingly convinced that believing in others helps them grow. I now work to interact with others in ways that show I believe in them. For example, I target helping others become better problem solvers (instead of targeting solving their problems). I also strive to listen (instead of talking), ask questions (instead of advising), focus on drawing out (instead of on putting in), and encourage (instead of critiquing)—remember, Barnabas encouraged Paul.
Empower God’s people to pursue their calling. Believe in someone. Today.
Reflect on believing in others:
You and I both know that people who believe in us empower us to grow. I’ve experienced it in my own life. You have, too. When people believe in me, I can do more. I remember talking with my regional director about a workshop. He invited me to lead workshop sessions about focusing on the mission’s purpose and on asking open-ended questions. I felt hesitant. So, I asked some questions. He responded, “Do what you want. I trust you. You’ll know what to do.” I was energized to develop and deliver quality workshops.
I’ve also experienced that believing in others empowers them to grow. For example, I was working with a missionary who was serving in a new ministry, one that really stretched him. I was listening as he reflected on the past 9 months. And then he said, “One of the biggest things you did for me was believe in me. You thought I could do it. That gave me confidence to accomplish new things.”
As a result of these and other experiences, I’ve become increasingly convinced that believing in others helps them grow. I now work to interact with others in ways that show I believe in them. For example, I target helping others become better problem solvers (instead of targeting solving their problems). I also strive to listen (instead of talking), ask questions (instead of advising), focus on drawing out (instead of on putting in), and encourage (instead of critiquing)—remember, Barnabas encouraged Paul.
Empower God’s people to pursue their calling. Believe in someone. Today.
Reflect on believing in others:
- Who is someone who believed in you? What was the impact of being believed in?
- Who is someone who didn’t believe in you? How did he/she communicate this?
- What excites/concerns you about believing in others?
- How does believing in others empower them to pursue God’s calling?
- How could you show that you believe in others?
- How will you show that you believe in others?
Ask questions
03/10/11 07:45 Filed in: Coaching | Productivity
Do you want to...
Does asking questions work? I think so. Asking questions has helped me lead change, empower others to clarify ministry goals and to get organized, and get students to apply a Biblical perspective.
Would you like to learn more about asking questions? If so, try these resources:
Coaching/Leading
- Be a more effective leader?
- Help others focus, work smart, and/or pursue excellence?
- Help students connect God's world and Word?
Does asking questions work? I think so. Asking questions has helped me lead change, empower others to clarify ministry goals and to get organized, and get students to apply a Biblical perspective.
Would you like to learn more about asking questions? If so, try these resources:
Coaching/Leading
- 75 Coaching Questions
- Ask Open-Ended Questions
- Lead by Asking Questions: Article • Self-Assessment • Tutorial
- Sets of questions you can use to empower others pursue excellence, reduce frustrations, get organized, target strengths, pay attention to goals, and prioritize.
- Using Reflection to Leverage Results
Leaders, pursue excellence
15/09/11 08:58 Filed in: Productivity
You’re grateful for what God has done for you. So, you want to serve God, in part by pursuing excellence for Him. As a ministry leader, you know that one type of excellence you want to pursue is organizational excellence. Good.
What can you do to pursue organizational excellence? Here are 4 things you can do:
(1) Make sure staff are cared for. To care for staff on a personal level, demonstrate interest in them, have fun together, and provide life coaching to help staff balance work/home. To care for staff on a professional level, demonstrate interest in their ministry, encourage them to reflect, and provide support, encouragement and accountability.
(2) Make sure staff participate in professional development. What kind of professional development? In professional development that addresses current job responsibilities and that helps individual staff members achieve their annual growth goals. In professional development that involves staff in reflection and follow-up. In professional development that helps your staff do ministry more effectively.
(3) Make sure staff meetings target mission achievement. Make sure each meeting’s purpose is documented, targets mission achievement, and is used as the filter for what gets on the agenda. Have those attending the meeting collaboratively develop meeting guidelines that define desired meeting dynamics. And schedule separate meetings to address tactics, strategy, and vision.
(4) Make sure staff understand, are involved in, and are focused on organizational improvement. How can you do this? By explaining organizational improvement, encouraging ownership, involving staff in developing improvement plans, and providing the support and accountability staff need to carry out improvement plans. Here's the acid test: If ministry leadership dropped of the planet, would the plans still get implemented? If so, then you have an effective organizational improvement plan.
Bottom line: Pursue excellence.
How can you help others pursue excellence? By asking questions like:
What can you do to pursue organizational excellence? Here are 4 things you can do:
(1) Make sure staff are cared for. To care for staff on a personal level, demonstrate interest in them, have fun together, and provide life coaching to help staff balance work/home. To care for staff on a professional level, demonstrate interest in their ministry, encourage them to reflect, and provide support, encouragement and accountability.
(2) Make sure staff participate in professional development. What kind of professional development? In professional development that addresses current job responsibilities and that helps individual staff members achieve their annual growth goals. In professional development that involves staff in reflection and follow-up. In professional development that helps your staff do ministry more effectively.
(3) Make sure staff meetings target mission achievement. Make sure each meeting’s purpose is documented, targets mission achievement, and is used as the filter for what gets on the agenda. Have those attending the meeting collaboratively develop meeting guidelines that define desired meeting dynamics. And schedule separate meetings to address tactics, strategy, and vision.
(4) Make sure staff understand, are involved in, and are focused on organizational improvement. How can you do this? By explaining organizational improvement, encouraging ownership, involving staff in developing improvement plans, and providing the support and accountability staff need to carry out improvement plans. Here's the acid test: If ministry leadership dropped of the planet, would the plans still get implemented? If so, then you have an effective organizational improvement plan.
Bottom line: Pursue excellence.
How can you help others pursue excellence? By asking questions like:
- What’s excellence?
- What’s satisfying/unsatisfying about pursuing organizational excellence?
- For your ministry, what does organizational excellence look like?
- What can you do to pursue organizational excellence?
- What will you do?
Develop a Biblical perspective standard (part 3 of 4)
15/08/11 10:05 Filed in: Christian Ed
Part 1 / Part 2
Tom, who teaches 7th grade English, wants to more effectively help his students develop a Christ-centered worldview. He schedules a coaching session every 2 weeks to help himself make progress.
Tom, good to see you again!
Good to see you, too. Sorry I had to cancel a couple of weeks ago. Glad my flu wasn’t too bad—I only missed 2 days of school.
How’s it going?
I’m still focusing on helping my students better connect God’s world and Word. Last time we talked, I said I’d teach my students a Biblical principle related to creation and to speaking. I taught them that we should use speech to love God and our neighbors. We discussed the principle, including how we can use presentations to serve those around us. Went pretty well.
I also talked with Mark and Judy. I shared how I used the Biblical perspective standard to crosscheck my 4 Biblical principles and what I learned from doing that.
Students connect God's world (standards 1-9) with God's Word (creation-fall-redemption-restoration).
They responded by asking for help in crosschecking their principles. Mark had principles that addressed creation and the fall, while Judy had principles that addressed the fall and restoration. Like me, neither of them had principles for redemption and neither of them had principles that addressed the majority of the standards. We all agreed that having the Biblical perspective standard was helpful, and we talked a little about next steps.
Like what?
Like how to move the discussion to the department level. That’s what I want to think about today. We think it would be good to get our department to consider adopting the Biblical perspective standard. Before doing so, I want to think about how we can do that effectively.
OK. What would help you do a good job of getting your department to consider adopting the standard?
Well, the process I used with Judy and Mark seemed to work well—talking about how to help kids better connect God’s world and Word, then having them use the standard to crosscheck their Biblical principles.
Sounds good. What else?
I probably need to be prepared to answer some of their questions.
What questions do you think they’ll ask?
Maybe why we’re proposing this. I know of at least one person who’s concerned about turning off kids by pushing creation-fall-redemption-restoration too much.
What else?
Well, how much work this is going to involve. I probably should think about my responses to those questions.
Would you like to do that now?
Yes. Could you ask me those questions so I can think through my responses?
OK—why, turning kids off, and amount of work, right?
Right.
So, why make this proposal?
We need to treat connecting God’s world and Word like we treat the other parts of the curriculum—by having a standard for it.
Won’t pushing creation-fall-redemption-restoration too much turn kids off?
It might. But using this standard won’t necessarily result in overkill. We’re not suggesting that we talk about creation-fall-redemption-restoration every time we teach a Biblical principle.
How much work is this going to be?
We’re not sure. But we think it’s worth it for the kids. Doing this will help us help them develop a Christ-centered worldview.
How do you feel about your responses?
Pretty good. Before our next session, I’ll talk with Mark and Judy about how we can do a good job of getting our department to consider adopting the Biblical perspective standard. Once we settle on an approach, I’ll ask them about scheduling a date to present this to our department.
Highlights or insights?
When I take action, things happen. When I work on helping my students, they make better connections That’s encouraging, and it’s scary—it means when I don’t work at helping my students, they don’t make better connections.
Part 1 / Part 2
Questions for discussion:
Related resources you might want to explore:
This blog entry addresses the following Biblical perspective teacher training benchmarks:
Tom, who teaches 7th grade English, wants to more effectively help his students develop a Christ-centered worldview. He schedules a coaching session every 2 weeks to help himself make progress.
Tom, good to see you again!
Good to see you, too. Sorry I had to cancel a couple of weeks ago. Glad my flu wasn’t too bad—I only missed 2 days of school.
How’s it going?
I’m still focusing on helping my students better connect God’s world and Word. Last time we talked, I said I’d teach my students a Biblical principle related to creation and to speaking. I taught them that we should use speech to love God and our neighbors. We discussed the principle, including how we can use presentations to serve those around us. Went pretty well.
I also talked with Mark and Judy. I shared how I used the Biblical perspective standard to crosscheck my 4 Biblical principles and what I learned from doing that.
Students connect God's world (standards 1-9) with God's Word (creation-fall-redemption-restoration).
- Students connect God’s world (standards 1-9) with God’s Word in terms of creation—God’s creational purposes and what creation reveals about God.
- Students connect God’s world (standards 1-9) with God’s Word in terms of the fall—the impact of sin on God's creation and how we misuse God's creation.
- Students connect God’s world (standards 1-9) with God’s Word in terms of redemption—Jesus' work and its impact on God's creation.
- Students connect God’s world (standards 1-9) with God’s Word in terms of restoration—how we can apply God's Word to restore His broken creation.
They responded by asking for help in crosschecking their principles. Mark had principles that addressed creation and the fall, while Judy had principles that addressed the fall and restoration. Like me, neither of them had principles for redemption and neither of them had principles that addressed the majority of the standards. We all agreed that having the Biblical perspective standard was helpful, and we talked a little about next steps.
Like what?
Like how to move the discussion to the department level. That’s what I want to think about today. We think it would be good to get our department to consider adopting the Biblical perspective standard. Before doing so, I want to think about how we can do that effectively.
OK. What would help you do a good job of getting your department to consider adopting the standard?
Well, the process I used with Judy and Mark seemed to work well—talking about how to help kids better connect God’s world and Word, then having them use the standard to crosscheck their Biblical principles.
Sounds good. What else?
I probably need to be prepared to answer some of their questions.
What questions do you think they’ll ask?
Maybe why we’re proposing this. I know of at least one person who’s concerned about turning off kids by pushing creation-fall-redemption-restoration too much.
What else?
Well, how much work this is going to involve. I probably should think about my responses to those questions.
Would you like to do that now?
Yes. Could you ask me those questions so I can think through my responses?
OK—why, turning kids off, and amount of work, right?
Right.
So, why make this proposal?
We need to treat connecting God’s world and Word like we treat the other parts of the curriculum—by having a standard for it.
Won’t pushing creation-fall-redemption-restoration too much turn kids off?
It might. But using this standard won’t necessarily result in overkill. We’re not suggesting that we talk about creation-fall-redemption-restoration every time we teach a Biblical principle.
How much work is this going to be?
We’re not sure. But we think it’s worth it for the kids. Doing this will help us help them develop a Christ-centered worldview.
How do you feel about your responses?
Pretty good. Before our next session, I’ll talk with Mark and Judy about how we can do a good job of getting our department to consider adopting the Biblical perspective standard. Once we settle on an approach, I’ll ask them about scheduling a date to present this to our department.
Highlights or insights?
When I take action, things happen. When I work on helping my students, they make better connections That’s encouraging, and it’s scary—it means when I don’t work at helping my students, they don’t make better connections.
Part 1 / Part 2
Questions for discussion:
- How could you get your department to consider adopting the Biblical perspective standard?
- What questions do you think department members might ask? How would you respond
- What’s next?
Related resources you might want to explore:
- Connect God's world, God's Word, and life
- Start small and get started
- What Biblical teaching connects to what students are studying?
- How can you more effectively target Biblical perspective?
- Help your students connect what they study and creation-fall-redemption-restoration
- Develop a guaranteed, viable, Biblical perspective curriculum
This blog entry addresses the following Biblical perspective teacher training benchmarks:
- 2.2. Explain the creation-fall-redemption-fulfillment/restoration framework.
- 4.4. Develop, document, and explain content and skill standards/benchmarks.
- 4.6. Develop, document, and explain enduring Biblical perspective understandings.
Develop a Biblical perspective standard (part 2 of 4)
15/08/11 09:53 Filed in: Christian Ed
Part 1 / Part 3
Tom, who teaches 7th grade English, wants to more effectively equip his students to impact the world for Christ. To move forward, he schedules a coaching session every 2 weeks on Tuesday afternoon.
How are you, Tom?
I’m doing OK. My students wrote good essays on Roll of Thunder, Hear My Cry. A lot of them addressed the question “What’s wrong?” And I’m excited about the progress I made on my 2 action steps.
Good!
Since our last session a couple of weeks ago, I talked with Judy and Mark. It was kind of exciting to talk with them about helping kids connect God’s world and Word. I got an idea from Judy—when teaching a Biblical principle, start by having kids get into small groups to read and discuss at least 3 supporting Bible verses. Then state the Biblical principle and have them discuss the connections between the verses and the principle.
I also got an idea from Mark—have my students ask all 4 of my bulletin board questions when discussing something, not just 1 or 2 of them. Using 4 of them at once will help them get the creation-fall-redemption-restoration framework.
Both Judy and Mark were excited about the idea of developing a Biblical perspective standard. Excited enough to schedule a lunch meeting so we could continue the discussion. Things just seemed to come together. Before I could suggest it, Judy said we should try using the creation-fall-redemption-restoration framework. Mark liked that idea, and we generated an initial draft on a napkin! I agreed to type it up on a Google Doc, and we all agreed to get feedback from at least one other person and use the feedback to make revisions. We actually made quite a few revisions. I’m really excited about the progress we made!
We wrote it so that it connected our standards with the Biblical perspective standard. Here’s what it looks like:
Students connect God's world (standards 1-9) with God's Word (creation-fall-redemption-restoration).
You really made a lot of progress. How can you leverage your progress?
I want to use the ideas I got from Judy and Mark. But I want to think about those at a later date because I want to build on the momentum we have for a Biblical perspective standard. And I want to see how a standard could help me know what, if anything, I need to do to more effectively help my students make connections.
For example, I could check which parts of creation-fall-redemption-restoration my Biblical principles address. And I could check which standards my Biblical principles address. That might help me know if I’m missing something. I teach 4 Biblical principles—you can see them on the bulletin board over there.
What would you like to think about now?
I think I’d like to go ahead and check my principles against creation-fall-redemption-restoration and against the other English standards.
OK. Which parts of creation-fall-redemption-restoration do your 4 Biblical principles address?
Let me see. The fall has 2 principles, and restoration has 2 principles.
Implications?
I’m addressing the fall and restoration. I’m not addressing creation and redemption.
Which standards do your 4 Biblical principles address?
Let me pull up my standards online. Just give me a second. OK.
There are 9 English standards—3 for reading, 2 for writing, 1 for listening, 1 for speaking, 1 for research, and 1 for media analysis. Looks like my principles address standards 1 and 2 on reading and standard 5 on writing.
Implications?
My Biblical principles address standards 1, 2, and 5. They don’t address standards 3, 4, and 6-9. They don’t address listening, speaking, research, and media analysis.
So, to what extent does your Biblical perspective standard help you know how you’re doing?
It provides me with helpful information. Looks like I need to add Biblical principles that address redemption, restoration, listening, speaking, research, and media analysis—you know, standards 3, 4, and 6-9.
To be honest, I’m not sure I wanted that much helpful information. And on the other hand, the standard does give me a way to measure if I’ve done a good job.
What’s next?
I’ll commit to adding 1 Biblical principle that addresses creation or redemption and that addresses something related to listening or speaking.
Can you make that more specific?
That’s a good idea. In the next unit, my students will be giving a presentation. I’ll commit to adding a Biblical principle that addresses speaking and that addresses creation in terms of God’s purposes for speaking.
What else would you like to commit to?
I’ll commit to talking with Judy and Mark about how I used the Biblical perspective standard to crosscheck the 4 Biblical principles I teach. Maybe they’ll want to give it a try.
Highlights or insights for today?
Another blinding flash of the obvious—having a Biblical perspective standard actually does help me know how I’m doing and what I need to do.
Part 1 / Part 3
Questions for discussion:
Related resources you might want to explore:
This blog entry addresses the following Biblical perspective teacher training benchmarks:
Tom, who teaches 7th grade English, wants to more effectively equip his students to impact the world for Christ. To move forward, he schedules a coaching session every 2 weeks on Tuesday afternoon.
How are you, Tom?
I’m doing OK. My students wrote good essays on Roll of Thunder, Hear My Cry. A lot of them addressed the question “What’s wrong?” And I’m excited about the progress I made on my 2 action steps.
Good!
Since our last session a couple of weeks ago, I talked with Judy and Mark. It was kind of exciting to talk with them about helping kids connect God’s world and Word. I got an idea from Judy—when teaching a Biblical principle, start by having kids get into small groups to read and discuss at least 3 supporting Bible verses. Then state the Biblical principle and have them discuss the connections between the verses and the principle.
I also got an idea from Mark—have my students ask all 4 of my bulletin board questions when discussing something, not just 1 or 2 of them. Using 4 of them at once will help them get the creation-fall-redemption-restoration framework.
Both Judy and Mark were excited about the idea of developing a Biblical perspective standard. Excited enough to schedule a lunch meeting so we could continue the discussion. Things just seemed to come together. Before I could suggest it, Judy said we should try using the creation-fall-redemption-restoration framework. Mark liked that idea, and we generated an initial draft on a napkin! I agreed to type it up on a Google Doc, and we all agreed to get feedback from at least one other person and use the feedback to make revisions. We actually made quite a few revisions. I’m really excited about the progress we made!
We wrote it so that it connected our standards with the Biblical perspective standard. Here’s what it looks like:
Students connect God's world (standards 1-9) with God's Word (creation-fall-redemption-restoration).
- Students connect God’s world (standards 1-9) with God’s Word in terms of creation—God’s creational purposes and what creation reveals about God.
- Students connect God’s world (standards 1-9) with God’s Word in terms of the fall—the impact of sin on God's creation and how we misuse God's creation.
- Students connect God’s world (standards 1-9) with God’s Word in terms of redemption—Jesus' work and its impact on God's creation.
- Students connect God’s world (standards 1-9) with God’s Word in terms of restoration—how we can apply God's Word to restore His broken creation.
You really made a lot of progress. How can you leverage your progress?
I want to use the ideas I got from Judy and Mark. But I want to think about those at a later date because I want to build on the momentum we have for a Biblical perspective standard. And I want to see how a standard could help me know what, if anything, I need to do to more effectively help my students make connections.
For example, I could check which parts of creation-fall-redemption-restoration my Biblical principles address. And I could check which standards my Biblical principles address. That might help me know if I’m missing something. I teach 4 Biblical principles—you can see them on the bulletin board over there.
What would you like to think about now?
I think I’d like to go ahead and check my principles against creation-fall-redemption-restoration and against the other English standards.
OK. Which parts of creation-fall-redemption-restoration do your 4 Biblical principles address?
Let me see. The fall has 2 principles, and restoration has 2 principles.
Implications?
I’m addressing the fall and restoration. I’m not addressing creation and redemption.
Which standards do your 4 Biblical principles address?
Let me pull up my standards online. Just give me a second. OK.
There are 9 English standards—3 for reading, 2 for writing, 1 for listening, 1 for speaking, 1 for research, and 1 for media analysis. Looks like my principles address standards 1 and 2 on reading and standard 5 on writing.
Implications?
My Biblical principles address standards 1, 2, and 5. They don’t address standards 3, 4, and 6-9. They don’t address listening, speaking, research, and media analysis.
So, to what extent does your Biblical perspective standard help you know how you’re doing?
It provides me with helpful information. Looks like I need to add Biblical principles that address redemption, restoration, listening, speaking, research, and media analysis—you know, standards 3, 4, and 6-9.
To be honest, I’m not sure I wanted that much helpful information. And on the other hand, the standard does give me a way to measure if I’ve done a good job.
What’s next?
I’ll commit to adding 1 Biblical principle that addresses creation or redemption and that addresses something related to listening or speaking.
Can you make that more specific?
That’s a good idea. In the next unit, my students will be giving a presentation. I’ll commit to adding a Biblical principle that addresses speaking and that addresses creation in terms of God’s purposes for speaking.
What else would you like to commit to?
I’ll commit to talking with Judy and Mark about how I used the Biblical perspective standard to crosscheck the 4 Biblical principles I teach. Maybe they’ll want to give it a try.
Highlights or insights for today?
Another blinding flash of the obvious—having a Biblical perspective standard actually does help me know how I’m doing and what I need to do.
Part 1 / Part 3
Questions for discussion:
- In one of your classes, what Biblical principles do you teach your students?
- What’s satisfying about teaching those principles? What’s unsatisfying?
- Which parts of creation-fall-redemption-restoration do your Biblical principles address? Implications?
- Which standards do your Biblical principles address? Implications?
- To what extent does your Biblical perspective standard help you know how you’re doing?
- What’s next?
Related resources you might want to explore:
- Connect God's world, God's Word, and life
- Start small and get started
- What Biblical teaching connects to what students are studying?
- How can you more effectively target Biblical perspective?
- Help your students connect what they study and creation-fall-redemption-restoration
- Develop a guaranteed, viable, Biblical perspective curriculum
This blog entry addresses the following Biblical perspective teacher training benchmarks:
- 2.2. Explain the creation-fall-redemption-fulfillment/restoration framework.
- 4.4. Develop, document, and explain content and skill standards/benchmarks.
- 4.6. Develop, document, and explain enduring Biblical perspective understandings.
Develop a Biblical perspective standard (part 1 of 4)
15/08/11 08:44 Filed in: Christian Ed
Part 2 / Part 3
Tom, who teaches 7th grade English, wants to more effectively equip his students to impact the world for Christ. To do this, Tom knows he needs to do some careful thinking. So, he schedules a coaching session every 2 weeks on Tuesdays at 4:00pm.
Hi, Tom. How’d your classes go today?
Pretty well. We discussed the ending of Roll of Thunder, Hear My Cry. My students were really into it, especially in 4th period. And at the end of 6th period, Kento asked for help on his writing—a real breakthrough. He’s new this year. He hasn’t been happy, and he hasn’t taken me up on my offers to help. I told Kento I’d talk with him tomorrow before school!
Sounds like you had a good day. It’s been 2 weeks since we talked last. How about sharing progress you made on your action steps?
OK. My goal is to help my students better connect God’s world and Word. My first action step was to make a bulletin board featuring 4 questions I want my students to think about—What’s God’s purpose? What’s wrong? What difference does Jesus make? How can you join God in restoring His broken creation? I made the bulletin board. I used school colors—blue and gold. I used large lettering so it’s easy to read the questions from any part of the room.
My second action step was to ask my students my 4 questions at least once. Well, seeing the 4 questions on the bulletin board reminded me to ask my students those questions—which I did twice as we discussed Roll of Thunder, Hear My Cry.
Glad you made progress. It must have felt good to see your students responding to your questions. What do you want to accomplish as a result of our conversation today?
Well, based on the training I got on teaching from a Biblical perspective, I think I’m doing what I know how to do to help my students make better connections. I’d like to do more, so today I want to find another way to more effectively help my students connect God’s world and Word.
OK. How are you currently helping your students connect God’s world and Word?
I’m teaching my students Biblical principles and helping them connect those principles to the part of God’s world they study—language, literature, stuff like that. I’m giving my students assessments that require them to connect God’s world and Word. And to prepare my students for those assessments, I’m asking questions—like the ones on my bulletin board—and meeting student learning needs.
How do you feel about the student learning results you’re getting?
Actually, I’m feeling good about the learning results—kids are making connections in discussions, journal entries, and essays. The connections they’re making are for the most part heartfelt—not fake or shallow or because I assigned it. I’m looking forward to reading their essays on Roll of Thunder, Hear My Cry. In the essay, they have to apply 2 Biblical principles we studied and answer 1 or more of the questions on the bulletin board.
Seems like you’re doing quite a bit and you’re feeling good about your learning results. What’s causing you to want to find more ways to help your students connect God’s world and Word?
I do feel pretty good about what I’m doing and about the learning results. But then I get these thoughts in the back of my mind: Maybe they should be learning more Biblical principles. Maybe I should be giving a Biblical perspective assessment in every unit. Maybe I should do more.
How do I measure if I’ve done a good job?
That’s a good question. How do you usually measure if you’ve done a good job?
I make sure I’ve taught and assessed the appropriate learning targets. We’re using curriculum mapping software, so that’s easy to check. I also look at learning results.
How do your usual ways of measuring compare with how you’re measuring connecting God’s world and Word?
I’m looking at learning results, but I can’t check on the learning targets. We don’t have a standard and learning targets on students connecting God’s world and Word. Hard to believe I missed that. I mean, we have standards and learning targets for other parts of the curriculum, so why not this part?
So, what can you do to help your students connect God’s world and Word?
I could talk with other English teachers to see what they think about how to better help students connect God’s world and Word. And when we’re talking, I could see what they think about developing a Biblical perspective standard. To develop a standard, I think we’d need to settle on a framework.
What do you mean by “framework”?
A way to frame the standard. For example, I could use worldview categories—God, people, morality, death, and history. I could use a basic set of Biblical principles like loving God/neighbor, caring for creation, making disciples, and being part of the Church. I guess I could also use the 10 Commandments or the Beatitudes.
But come to think of it, the framework I’ve been using most often is creation-fall-redemption-restoration. So have my colleagues. We got that training last year, and I think our department statement is based on that. My bulletin board questions fit creation-fall-redemption-restoration, and I saw a 9th grader give a good presentation at a PTA meeting in which she connected creation-fall-redemption-restoration to plants.
OK. What else can you do regarding developing a Biblical perspective standard?
The only other thing that comes to mind is actually developing a draft of a standard and learning targets.
What will you do?
I think I’ll talk with 2 other teachers (probably Judy and Mark) to get ideas about how I can help my students make connections. And I’ll see what they think of developing a Biblical perspective standard. Given my schedule, I don’t think I want to commit to developing a draft of a standard.
Sounds good. Highlights or insights for today?
I kind of had a blinding flash of the obvious—to develop a Biblical perspective standard. I can’t understand why I didn’t think of it before. Having a standard will help me measure my efforts.
See you in a couple of weeks.
Part 2 / Part 3
Questions for discussion:
Related resources you might want to explore:
This blog entry addresses the following Biblical perspective teacher training benchmarks:
Tom, who teaches 7th grade English, wants to more effectively equip his students to impact the world for Christ. To do this, Tom knows he needs to do some careful thinking. So, he schedules a coaching session every 2 weeks on Tuesdays at 4:00pm.
Hi, Tom. How’d your classes go today?
Pretty well. We discussed the ending of Roll of Thunder, Hear My Cry. My students were really into it, especially in 4th period. And at the end of 6th period, Kento asked for help on his writing—a real breakthrough. He’s new this year. He hasn’t been happy, and he hasn’t taken me up on my offers to help. I told Kento I’d talk with him tomorrow before school!
Sounds like you had a good day. It’s been 2 weeks since we talked last. How about sharing progress you made on your action steps?
OK. My goal is to help my students better connect God’s world and Word. My first action step was to make a bulletin board featuring 4 questions I want my students to think about—What’s God’s purpose? What’s wrong? What difference does Jesus make? How can you join God in restoring His broken creation? I made the bulletin board. I used school colors—blue and gold. I used large lettering so it’s easy to read the questions from any part of the room.
My second action step was to ask my students my 4 questions at least once. Well, seeing the 4 questions on the bulletin board reminded me to ask my students those questions—which I did twice as we discussed Roll of Thunder, Hear My Cry.
Glad you made progress. It must have felt good to see your students responding to your questions. What do you want to accomplish as a result of our conversation today?
Well, based on the training I got on teaching from a Biblical perspective, I think I’m doing what I know how to do to help my students make better connections. I’d like to do more, so today I want to find another way to more effectively help my students connect God’s world and Word.
OK. How are you currently helping your students connect God’s world and Word?
I’m teaching my students Biblical principles and helping them connect those principles to the part of God’s world they study—language, literature, stuff like that. I’m giving my students assessments that require them to connect God’s world and Word. And to prepare my students for those assessments, I’m asking questions—like the ones on my bulletin board—and meeting student learning needs.
How do you feel about the student learning results you’re getting?
Actually, I’m feeling good about the learning results—kids are making connections in discussions, journal entries, and essays. The connections they’re making are for the most part heartfelt—not fake or shallow or because I assigned it. I’m looking forward to reading their essays on Roll of Thunder, Hear My Cry. In the essay, they have to apply 2 Biblical principles we studied and answer 1 or more of the questions on the bulletin board.
Seems like you’re doing quite a bit and you’re feeling good about your learning results. What’s causing you to want to find more ways to help your students connect God’s world and Word?
I do feel pretty good about what I’m doing and about the learning results. But then I get these thoughts in the back of my mind: Maybe they should be learning more Biblical principles. Maybe I should be giving a Biblical perspective assessment in every unit. Maybe I should do more.
How do I measure if I’ve done a good job?
That’s a good question. How do you usually measure if you’ve done a good job?
I make sure I’ve taught and assessed the appropriate learning targets. We’re using curriculum mapping software, so that’s easy to check. I also look at learning results.
How do your usual ways of measuring compare with how you’re measuring connecting God’s world and Word?
I’m looking at learning results, but I can’t check on the learning targets. We don’t have a standard and learning targets on students connecting God’s world and Word. Hard to believe I missed that. I mean, we have standards and learning targets for other parts of the curriculum, so why not this part?
So, what can you do to help your students connect God’s world and Word?
I could talk with other English teachers to see what they think about how to better help students connect God’s world and Word. And when we’re talking, I could see what they think about developing a Biblical perspective standard. To develop a standard, I think we’d need to settle on a framework.
What do you mean by “framework”?
A way to frame the standard. For example, I could use worldview categories—God, people, morality, death, and history. I could use a basic set of Biblical principles like loving God/neighbor, caring for creation, making disciples, and being part of the Church. I guess I could also use the 10 Commandments or the Beatitudes.
But come to think of it, the framework I’ve been using most often is creation-fall-redemption-restoration. So have my colleagues. We got that training last year, and I think our department statement is based on that. My bulletin board questions fit creation-fall-redemption-restoration, and I saw a 9th grader give a good presentation at a PTA meeting in which she connected creation-fall-redemption-restoration to plants.
OK. What else can you do regarding developing a Biblical perspective standard?
The only other thing that comes to mind is actually developing a draft of a standard and learning targets.
What will you do?
I think I’ll talk with 2 other teachers (probably Judy and Mark) to get ideas about how I can help my students make connections. And I’ll see what they think of developing a Biblical perspective standard. Given my schedule, I don’t think I want to commit to developing a draft of a standard.
Sounds good. Highlights or insights for today?
I kind of had a blinding flash of the obvious—to develop a Biblical perspective standard. I can’t understand why I didn’t think of it before. Having a standard will help me measure my efforts.
See you in a couple of weeks.
Part 2 / Part 3
Questions for discussion:
- How are you currently helping your students connect God’s world and Word?
- How do you feel about the student learning results you’re getting?
- What excites/concerns you about developing a Biblical perspective standard?
- If you were to develop a Biblical perspective standard, what framework would you use?
- What’s next?
Related resources you might want to explore:
- Connect God's world, God's Word, and life
- Start small and get started
- What Biblical teaching connects to what students are studying?
- How can you more effectively target Biblical perspective?
- Help your students connect what they study and creation-fall-redemption-restoration
- Develop a guaranteed, viable, Biblical perspective curriculum
This blog entry addresses the following Biblical perspective teacher training benchmarks:
- 2.2. Explain the creation-fall-redemption-fulfillment/restoration framework.
- 4.3. Develop, document, and explain a Biblical perspective of their academic discipline(s).
- 4.4. Develop, document, and explain content and skill standards/benchmarks.
- 4.5. Articulate a Biblical perspective of the content and skills they teach.
- 4.6. Develop, document, and explain enduring Biblical perspective understandings.
Teacher incorporates creation-fall-redemption-restoration into grammar unit
27/07/11 13:53 Filed in: Christian Ed
What’s the focus of your grammar unit?
Kim: The content and skills focus of the unit is identifying the various parts of speech, parts of a sentence, phrases, and clauses. One of the unit’s essential questions I use to give a reason for learning the content and skills is “How does knowing grammar help me learn other languages?”
What led you to incorporate creation-fall-redemption-restoration?
Kim: One of my English periods is first period. We have an extra 5 minutes at the beginning of the period to allow for attendance and devotions. I do a 2 or 3 minute devotional every day that connects somehow to what we are studying.
As I came up with Bible passages that had to do with languages, I found that what was new and intriguing to my students was contrasting the 2 stories of Babel and Pentecost. At Babel, God made people unable to understand each other to separate them in order to prevent greater rebellion. At Pentecost, God made people able to understand each other to bring them together in order to hear His solution to separation and rebellion.
I thought, “That sounds like the core of a creation-fall-redemption-restoration pattern.” I also thought that I’d like to articulate that pattern clearly and concisely enough to be able to teach it in the other sections of my class that didn’t have the extra minutes at the beginning of the period.
What do you want your students to learn?
Kim: I want them to learn God’s purpose for languages, how sin impacted languages, the difference Jesus makes, and how we can use different languages to help restore God’s broken world.
Here are the specifics:
Creation: At creation, language was used to build shalom...
- Between people and God: God used language to bless people and give them a job (Gen. 1.28-30), to give guidance (Gen. 2.16-17), and to supply people’s needs (Gen. 2.18)
- Between people and other people: Adam used language to greet Eve (Gen. 2.23).
- Between people and creation: Adam used language to carry out his God-given job of naming the animals (Gen. 2.19-30).
- Between people and God: Satan used language to twist God’s words (Gen. 3.1), contradict God’s words (Gen. 3.4), and question God’s good intent (Gen. 3.5). Eve used language to exaggerate God’s words (Gen. 3.3). Adam used language to equivocate and to blame God (Gen. 3.12). God used language to curse people and to make the job He had given them difficult (Gen. 3.16-19)
- Between people and other people: Adam used it to shift blame to Eve (Gen. 3.12). Eventually, at Babel, God put a cap on united rebellion by creating language barriers and thus separating people (Gen. 11.1-9).
Restoration: God’s ultimate plan is to restore shalom. Overcoming language barriers is both a sign of and a tool for doing this.
- Both Old and New Testaments picture God’s ultimate plan for people of many different languages to worship him together (Zeph. 3.9, Rev. 5.9, 7.9).
- To join with God in bringing this plan into being, Christians are to go to people of all languages to proclaim the redemption from isolation from God and each other made possible by Jesus (Matt.28.19-20, Mark 16.15, Acts 1.8, Romans 14.11-12).
- In the meantime, God also wants people to use gifts of different languages to serve Him and others, as many Bible characters did, including Joseph (Gen. 39-41), Moses (Acts 7.22), and Daniel (Dan.1.3-4).
This blog entry addresses the following Biblical perspective teacher training benchmarks:
- 2.2. Explain the creation-fall-redemption-fulfillment/restoration framework.
- 4.5. Articulate a Biblical perspective of the content and skills they teach.
More talking = more improvement
11/07/11 15:54 Filed in: Coaching | Productivity
It’s July 2000. I’m in London, taking a leadership course from the Principals’ Training Center. And the instructor gets us into small groups, tells us to set up the game, and explains that the goal of the game is to get our game piece across the board by achieving organizational improvement.
Then she tells us to start. The atmosphere is electrically competitive. My group implements policies and moves our piece! We implement procedures and systems and move our piece! We are moving across the board and feeling good! Until we see how far across the neighboring teams are. Many are already 50-75% across the board, while we are a measly 30% at best.
So we focus even more on implementing policies, procedures, and systems, believing that this will propel us across the board toward successful organizational improvement. We move our piece 2 more spaces, and a team announces, “Done!”
I’m stunned: “Done? How could they be done? We did what you need to do to achieve organizational improvement—we implemented policies, procedures, and systems. Why didn’t it work? What did they do?”
During the debriefing, I learn what the winning group did. They didn’t start by implementing policies. They didn’t start by implementing procedures or systems. They started by talking—and they continued talking in order to move their piece across the board toward organizational improvement. I just don’t get it. In my heart, I suspect that the makers of the game, and perhaps the instructor, are mistaken….
But in the ensuing years, I found out how mistaken I was and how right they were. In my organization I saw improvement initiatives founded on policies and systems flounder; I saw improvement initiatives founded on talking flourish.
It’s now July 2011. I’ve (finally) learned my lesson: more talking = more improvement. When all staff members—not just the leadership—talk together about organizational improvement, the organization improves. When all staff don’t talk about organizational improvement, the organization doesn’t improve as much.
(I’m not saying that there is no place for policies, procedures, and systems when working to achieve organizational improvement. What I’m saying is that these should not be the primary strategy—talking should be. Without talking—without dynamic conversation—policies, procedures, and systems lead to temporary improvement, not the lasting improvement your organization needs to carry out its God-given mission. And remember, God uses talking—He talked creation into being and talked with His disciples, who then talked with others about the Gospel.)
You might be thinking, “How do I get people talking? Talking sounds good, but I’m not sure how it would work in my organization. Getting people talking about organizational improvement sounds difficult, and I’ve already got enough going. Just how do I get people talking?”
Good question. I know a way to get people talking. It’s easy. It’s effective and time-tested. And those you’re trying to get talking will like it. What it is? It’s asking questions.
If you want to get people talking, ask questions. Ask open-ended questions like:
Here are related resources:
Then she tells us to start. The atmosphere is electrically competitive. My group implements policies and moves our piece! We implement procedures and systems and move our piece! We are moving across the board and feeling good! Until we see how far across the neighboring teams are. Many are already 50-75% across the board, while we are a measly 30% at best.
So we focus even more on implementing policies, procedures, and systems, believing that this will propel us across the board toward successful organizational improvement. We move our piece 2 more spaces, and a team announces, “Done!”
I’m stunned: “Done? How could they be done? We did what you need to do to achieve organizational improvement—we implemented policies, procedures, and systems. Why didn’t it work? What did they do?”
During the debriefing, I learn what the winning group did. They didn’t start by implementing policies. They didn’t start by implementing procedures or systems. They started by talking—and they continued talking in order to move their piece across the board toward organizational improvement. I just don’t get it. In my heart, I suspect that the makers of the game, and perhaps the instructor, are mistaken….
But in the ensuing years, I found out how mistaken I was and how right they were. In my organization I saw improvement initiatives founded on policies and systems flounder; I saw improvement initiatives founded on talking flourish.
It’s now July 2011. I’ve (finally) learned my lesson: more talking = more improvement. When all staff members—not just the leadership—talk together about organizational improvement, the organization improves. When all staff don’t talk about organizational improvement, the organization doesn’t improve as much.
(I’m not saying that there is no place for policies, procedures, and systems when working to achieve organizational improvement. What I’m saying is that these should not be the primary strategy—talking should be. Without talking—without dynamic conversation—policies, procedures, and systems lead to temporary improvement, not the lasting improvement your organization needs to carry out its God-given mission. And remember, God uses talking—He talked creation into being and talked with His disciples, who then talked with others about the Gospel.)
You might be thinking, “How do I get people talking? Talking sounds good, but I’m not sure how it would work in my organization. Getting people talking about organizational improvement sounds difficult, and I’ve already got enough going. Just how do I get people talking?”
Good question. I know a way to get people talking. It’s easy. It’s effective and time-tested. And those you’re trying to get talking will like it. What it is? It’s asking questions.
If you want to get people talking, ask questions. Ask open-ended questions like:
- Regarding this improvement initiative, what progress are you seeing?
- What excites you about this improvement initiative? What concerns you?
- What helps us improve? What hinders us?
- What can we do to move this improvement initiative forward?
- What improvement initiative do you want to talk about?
- What progress have you experienced? What’s been satisfying?
- What roadblocks have you experienced? What’s been frustrating?
- To leverage your progress and minimize your roadblocks, what do you need to keep doing? start doing? stop doing?
- What do you think you’ll do?
Here are related resources:
Reflect on the big picture
08/06/11 15:58 Filed in: Christian Ed
Part of being a Christian educator is reflecting on the big picture. Here are 3 questions I invite you to consider:
(1) What do you want your students to learn? I want students to achieve our school’s learning outcomes. Here are videos of our seniors giving presentations in which they demonstrate our school’s learning outcomes, in part by applying a Biblical perspective to media, violence, journalism, and tobacco.
(2) How do you help your students apply a Biblical perspective? Ways I’ve helped students is by targeting Biblical perspective, giving Biblical perspective assessments, asking questions, and meeting student learning needs. Want to learn more?
(1) What do you want your students to learn? I want students to achieve our school’s learning outcomes. Here are videos of our seniors giving presentations in which they demonstrate our school’s learning outcomes, in part by applying a Biblical perspective to media, violence, journalism, and tobacco.
(2) How do you help your students apply a Biblical perspective? Ways I’ve helped students is by targeting Biblical perspective, giving Biblical perspective assessments, asking questions, and meeting student learning needs. Want to learn more?
- Read about how teachers are helping students apply a Biblical perspective: Science 5, Social Studies 6, Science 8. and English 10.
- Watch videos about a curriculum framework and a Biblical framework you can use to help your students apply a Biblical perspective.
- Take a tutorial.
Math/science teacher reflects on using Understanding by Design
08/06/11 09:10 Filed in: Christian Ed
I am a more enthusiastic teacher than I used to be. Mathematics and science are courses traditionally loaded with content and light on connection to anything. I have been increasingly dissatisfied with this. Understanding by Design has given me the tools I need to turn this situation around.
The six facets of understanding have helped me to see what I really want my mathematics and science students to "get" by the time they leave my class. I especially like the facet that looks for how the students gauge the relevance of what they are learning to the world in which they live.
Focusing on enduring understandings has helped to weed out some content that has been there just because it is in the textbook. I now deal with what is really important and do not get tripped by extraneous detail. For example, our geometry course has often dealt with some obscure properties of quadrilaterals. They are interesting to mathematicians, but not necessary in a 9th grade course. Once we understood that measurements with quadrilaterals were more important, we only did that material. This left us time to deal with proportions and trigonometry in more depth, something we knew was important but had consistently not managed to reach in one year.
Mathematics and science do not have great track records with Biblical connection either. Adding an enduring understanding about, for example, how the extreme order of the periodic table supports the existence of a Creator and Designer of the universe, makes me address this and similar issues. The students then have a real connection to what they learn in Bible.
The whole Understanding by Design process has also helped my partner teacher and me plan effectively together. We have common goals, we have common assessments, and we have 47 students who are much more engaged in science classes than I have seen for a long time! We are hopeful that some of them will take their interest in science, combine it with a solid Christian worldview and impact the world of science for Jesus.
English teacher reflects on using Understanding by Design
08/06/11 08:10 Filed in: Christian Ed
Through their study of English, I want my students to understand that God created a good world so that we could enjoy it and participate in developing its potential. I want my students to understand that in this fallen world, God calls us to join Him in working to restore peace and justice. Language helps us all understand God’s truth and communicate it to others. Understanding by Design has helped me focus more effectively on helping students actually attain those goals.
In English 10, my students hone their thinking, writing, reading, and presenting skills as they grapple with world literature. I want them to connect this content with enduring understandings based on biblical principles they learn, for example:
- Human search for belonging is ultimately fulfilled in God (Ps. 90.1; Phil. 3.20; Heb. 11.8-10, 13-16). —short story unit
- God calls us to join Him in His work of restoration (Mic. 6.8, Isa. 1.17, Jer. 22.16, Hos. 6.6 and note, Matt. 23.23). —Cry, the Beloved Country unit
“In contrast to what Camus and Daru experienced, there is inherent meaning and moral guidelines in life given by God—a conclusion based on a Biblical principle. Truth, which is God’s teaching, is apparent everywhere…(New International Version, Romans 1.20). In fact, the truth of the only God is accessible…(Acts 17.20). We must learn what God’s truth is and apply it to our lives because as Daru understood, human wisdom is faulty…. Humans must establish God’s truth as their anchor and base their decisions on his truth, which may not yield the obviously ‘good’ consequences in this life, but are right because they are part of God’s perfect will.”
Articulating enduring understandings ensures that I’m focusing on what I really want students to know. Asking essential questions helps me engage the students with the enduring understanding. And as I use backward planning, I design the assessment and teach the content and skills that I know will enable students to perform well.
How can you empower others even more effectively?
21/05/11 17:43 Filed in: Coaching | Self-assessment
Through Christian coaching, you can empower others to pursue God’s call. To get an idea of how you can empower others even more effectively, complete the following self-assessment that addresses coaching beliefs, skills, and process (download). Write the number in the blank that comes closest to representing how true a given statement is for you right now. Use the following scale:
4: Consistently • 3: Usually • 2: Sometimes • 1: Rarely
The coach’s heart
___ I trust that the Holy Spirit is working in the heart of every believer.
___ I believe others can define and achieve their goals.
___ I target motivation, not information.
___ I empower others to take responsibility.
LIFE skills: Listen • Inquire • Focus • Encourage
___ I’m interested in what others say.
___ When listening, I look interested.
___ When listening, I sound interested.
___ I target understanding, not judging.
___ I don’t talk more than 20% of the time.
___ I ask open-ended questions.
___ I make inviting statements.
___ I don’t ask “why” questions.
___ I don’t give advice.
___ I focus others on developing their own SMART action steps.
___ I don’t suggest action steps.
___ I encourage others through clarification.
___ I encourage others through affirmation.
___ I encourage others through restatement.
___ I encourage others through “encouragers.”
___ I don’t criticize.
GROW process: Goal • Reality • Options • Will do
___ I’m clear on what the other person wants to accomplish for the session.
___ I don’t suggest goals for the session.
___ I empower others to explore the current reality regarding their goals.
___ I don’t describe others’ reality.
___ I empower others to brainstorm options for taking action on their goals.
___ I don’t suggest options.
___ I empower others to develop 2-3 SMART action steps per goal.
___ I don’t advise others on what actions to take.
4: Consistently • 3: Usually • 2: Sometimes • 1: Rarely
The coach’s heart
___ I trust that the Holy Spirit is working in the heart of every believer.
___ I believe others can define and achieve their goals.
___ I target motivation, not information.
___ I empower others to take responsibility.
LIFE skills: Listen • Inquire • Focus • Encourage
___ I’m interested in what others say.
___ When listening, I look interested.
___ When listening, I sound interested.
___ I target understanding, not judging.
___ I don’t talk more than 20% of the time.
___ I ask open-ended questions.
___ I make inviting statements.
___ I don’t ask “why” questions.
___ I don’t give advice.
___ I focus others on developing their own SMART action steps.
___ I don’t suggest action steps.
___ I encourage others through clarification.
___ I encourage others through affirmation.
___ I encourage others through restatement.
___ I encourage others through “encouragers.”
___ I don’t criticize.
GROW process: Goal • Reality • Options • Will do
___ I’m clear on what the other person wants to accomplish for the session.
___ I don’t suggest goals for the session.
___ I empower others to explore the current reality regarding their goals.
___ I don’t describe others’ reality.
___ I empower others to brainstorm options for taking action on their goals.
___ I don’t suggest options.
___ I empower others to develop 2-3 SMART action steps per goal.
___ I don’t advise others on what actions to take.
Match the task with the type of meeting
11/05/11 21:01 Filed in: Productivity
Teams address tactical tasks, strategy-related tasks, and big-picture tasks. Optimally, each type of task should be handled in a separate meeting:Tactical tasks should be addressed in daily, weekly, or bi-weekly tactical meetings.
- Tactical tasks include sharing information, giving progress reports on assigned tasks, and gathering input on pressing issues.
- Strategy-related tasks should be addressed during monthly or bi-monthly strategy meetings. Strategy-related tasks include considering key issues, finding better ways to achieve the mission, and making strategy-related decisions.
- Big-picture tasks should be addressed in quarterly or semi-annual big-picture meetings. Big-picture tasks include reviewing the mission, the definition of mission achievement, and current trends.
- Group all the big-picture tasks together. Big-picture tasks are vital and are best addressed when people are fresh. Do these at the beginning of the meeting. Begin with a big-picture task that will start the meeting off on a positive note.
- Group the strategy-related tasks together. Do these after the big-picture tasks. Get these done before addressing tactical tasks.
- Group the tactical tasks together. Do these last.
- Conclude the meeting with a task that will end the meeting on a positive note.
How often do you refrain from advising others on what actions to take?
11/05/11 20:35 Filed in: Coaching
Your client wants to better organize the files in his computer. So you ask him questions like: How are your computer files organized now? What do you like/dislike about the way your computer files are organized? What does being “better organized” look like? In terms of being organized, what do you want to keep doing, start doing, and stop doing?
Your client responds to your questions and does some effective reflection. He brainstorms some possible action plans and decides to talk with Martin about how to better organize computer files. You ask, “What else will you do?” You wait for about 10 seconds—your client doesn’t come with another action step. Then you say, “You should organize your files in terms of your job roles….”
Not good. Why? Because by suggesting action steps, you could be interrupting your client’s thinking. Because by suggesting action steps, you are doing your client’s work for him. Because by suggesting action steps, you are acting like a consultant, not a coach.
My point: Make sure you consistently refrain from advising others on what actions to take.
Question: How often do you refrain from advising others on what actions to take?
Your client responds to your questions and does some effective reflection. He brainstorms some possible action plans and decides to talk with Martin about how to better organize computer files. You ask, “What else will you do?” You wait for about 10 seconds—your client doesn’t come with another action step. Then you say, “You should organize your files in terms of your job roles….”
Not good. Why? Because by suggesting action steps, you could be interrupting your client’s thinking. Because by suggesting action steps, you are doing your client’s work for him. Because by suggesting action steps, you are acting like a consultant, not a coach.
My point: Make sure you consistently refrain from advising others on what actions to take.
Question: How often do you refrain from advising others on what actions to take?
- Consistently?
- Usually?
- Sometimes?
- Rarely?
How committed are you to meeting your students’ learning needs?
11/05/11 12:57 Filed in: Christian Ed
If you see someone recycling paper and plastic, riding her bike instead of driving her car, and writing blog entries about taking care of the environment, you think, “Wow! She’s really committed to going green.” If you see someone who isn’t recycling, isn’t riding her bike, and isn’t writing blog entries on the environment, you don’t think, “Wow! She’s really committed to going green.” Why? Because you know that people who are committed take action, and you know that people who aren’t really committed don’t take action.
In Christian education, we're committed to helping our students connect what they study and what the Bible teaches. We know that meeting learning needs helps students make connections. So, we're committed to meeting learning needs to help our students make these connections.
What’s your real level of commitment to meeting your students’ learning needs regarding connecting what they study and what the Bible teaches? To determine your response, reflect on the following questions:
Help your students better connect what they study and what the Bible teaches. Meet their learning needs. Today.
In Christian education, we're committed to helping our students connect what they study and what the Bible teaches. We know that meeting learning needs helps students make connections. So, we're committed to meeting learning needs to help our students make these connections.
What’s your real level of commitment to meeting your students’ learning needs regarding connecting what they study and what the Bible teaches? To determine your response, reflect on the following questions:
- What are your students’ learning needs regarding connecting what they study and what the Bible teaches?
- What are you doing to meet your students’ learning needs?
- How consistently do you take action to meet your students’ learning needs?
- How committed are you really?
Help your students better connect what they study and what the Bible teaches. Meet their learning needs. Today.
How committed are you to using assessment to help students make connections?
11/05/11 12:57 Filed in: Christian Ed
We know. We know our real level of commitment is best demonstrated by our practice. So, we know that the real commitment level of the following teachers is not high:
What’s your real level of commitment to using assessment to help your students connect what they study and what the Bible teaches? To determine your response, reflect on the following questions:
Use assessment to help your students connect what they study and what the Bible teaches. Today.
- I’m a second grade language arts teacher who is committed to students writing well. Each year, my students write 1 journal entry.
- I’m a middle school Bible teacher who is committed to students memorizing God’s Word. Each year, my students memorize 2 verses.
- I’m a high school science teacher who is committed to students doing labs. Each year, my students do 2 labs.
What’s your real level of commitment to using assessment to help your students connect what they study and what the Bible teaches? To determine your response, reflect on the following questions:
- How many assessments do you give each year? (Include things like daily work, presentations, projects, essays, and quizzes, and tests.)
- How many of these assessments require students to connect what they study and what the Bible teaches?
- What percentage of your assessments requires students to connect what they study and what the Bible teaches?
- How committed are you really?
Use assessment to help your students connect what they study and what the Bible teaches. Today.
What makes a good meeting good?
11/05/11 08:35 Filed in: Productivity | Self-assessment
Meetings are an important tool you can use to achieve your mission. I’ve participated in good meetings. If you want to participate in good meetings more often, answer this question: What makes a good meeting good? Good meetings are on TARGET in terms of:
4: Strongly Agree • 3: Agree • 2: Disagree • 1: Strongly Disagree
Team purpose
___ Our team’s purpose is documented.
___ Our team’s purpose targets mission achievement.
___ Our team’s purpose is understood by each team member.
___ Our team’s purpose statement is user-friendly.
___ Our team’s purpose is used as the filter for what gets on the agenda.
Assessment
___ We assess completion of assigned tasks.
___ We assess meeting effectiveness in terms of team purpose.
___ We assess meeting effectiveness in terms of achievement of targeted results.
___ We assess meeting effectiveness in terms of abiding by meeting guidelines.
___ We use assessment at each meeting.
___ Each team member is involved in assessment.
Results
___ We identify results for a given meeting before the meeting.
___ We use the SMART goal format to list our targeted meetings results on our agenda.
___ Our targeted meeting results target mission achievement.
___ We achieve our targeted results at each meeting.
Guidelines
___ We developed our meeting guidelines collaboratively.
___ Our guidelines define our desired team dynamics.
___ Our guidelines support the achievement of our team purpose and our mission.
___ Each team member abides by the guidelines.
Effective facilitation
___ The facilitation focuses our team on achieving the team purpose
___ The facilitation focuses our team on achieving the targeted results.
Types of meetings
___ Our team members understand that there are different types of meetings.
___ We use a schedule of different types of meetings to address tactics, strategy, and vision.
Now, ask yourself 4 questions about the data:
- Team purpose
- Assessment
- Results
- Guidelines
- Effective facilitation
- Types of meetings.
4: Strongly Agree • 3: Agree • 2: Disagree • 1: Strongly Disagree
Team purpose
___ Our team’s purpose is documented.
___ Our team’s purpose targets mission achievement.
___ Our team’s purpose is understood by each team member.
___ Our team’s purpose statement is user-friendly.
___ Our team’s purpose is used as the filter for what gets on the agenda.
Assessment
___ We assess completion of assigned tasks.
___ We assess meeting effectiveness in terms of team purpose.
___ We assess meeting effectiveness in terms of achievement of targeted results.
___ We assess meeting effectiveness in terms of abiding by meeting guidelines.
___ We use assessment at each meeting.
___ Each team member is involved in assessment.
Results
___ We identify results for a given meeting before the meeting.
___ We use the SMART goal format to list our targeted meetings results on our agenda.
___ Our targeted meeting results target mission achievement.
___ We achieve our targeted results at each meeting.
Guidelines
___ We developed our meeting guidelines collaboratively.
___ Our guidelines define our desired team dynamics.
___ Our guidelines support the achievement of our team purpose and our mission.
___ Each team member abides by the guidelines.
Effective facilitation
___ The facilitation focuses our team on achieving the team purpose
___ The facilitation focuses our team on achieving the targeted results.
Types of meetings
___ Our team members understand that there are different types of meetings.
___ We use a schedule of different types of meetings to address tactics, strategy, and vision.
Now, ask yourself 4 questions about the data:
- How many 4s, 3s, 2s, and 1s do I have?
- What satisfies/frustrates me about the data?
- To improve your meetings, which 1-2 of the 6 TARGET areas could you address?
- What will I do?
How can you use key performance indicators to achieve your mission?
14/04/11 22:17 Filed in: Productivity
You feel good about the past several months. Your organization has identified its God-given mission, identified the goals it needs to achieve to carry out its mission, decided to use key performance indicators to monitor mission achievement, and is now field-testing its key performance indicators. Wow! Real progress.
You want to use the progress you’ve made to close the gap between the words of your mission statement and the reality of your situation. So, you talk about the mission, discuss the goals, tell success stories, and analyze survey results. Good. And you’re thinking about using key performance indicators.
Question: How can you use key performance indicators to close the gap?
I use key performance indicators to help me focus on what to do next. For example, to achieve my mission during this school year, I need to have 30 coaching clients who are making progress toward their goals. Right now, I have 26. So, I know I need to help 4 more clients make progress.
Here’s another example: To achieve my mission during this school year, I need to help 40 leaders build capacity and/or get better results from using resources I provided. So far, I have helped 55 leaders in this way.
By using my key performance indicators, I know I need to help 4 more coaching clients, and I know that I don’t need to focus on using resources to help leaders build capacity and/or get better results. Using key performance indicators helps me know what to do next.
Question: How could using key performance indicators help you close the gap?
Focus on using key performance indicators to close the gap. Today.
You want to use the progress you’ve made to close the gap between the words of your mission statement and the reality of your situation. So, you talk about the mission, discuss the goals, tell success stories, and analyze survey results. Good. And you’re thinking about using key performance indicators.
Question: How can you use key performance indicators to close the gap?
I use key performance indicators to help me focus on what to do next. For example, to achieve my mission during this school year, I need to have 30 coaching clients who are making progress toward their goals. Right now, I have 26. So, I know I need to help 4 more clients make progress.
Here’s another example: To achieve my mission during this school year, I need to help 40 leaders build capacity and/or get better results from using resources I provided. So far, I have helped 55 leaders in this way.
By using my key performance indicators, I know I need to help 4 more coaching clients, and I know that I don’t need to focus on using resources to help leaders build capacity and/or get better results. Using key performance indicators helps me know what to do next.
Question: How could using key performance indicators help you close the gap?
Focus on using key performance indicators to close the gap. Today.
Reflect on your goals
14/04/11 20:58 Filed in: Productivity
I think it’s true. I think it’s true that what you pay attention to gets done. So, if you want to get your goals done, pay attention to them.
How?
Take 30 minutes each week to review what your goals are, track the progress you’ve made on each goal, and determine the action steps you’ll take in the next week.
Take 30 minutes. Go somewhere you won’t be disturbed. Bring along whatever you need to help you reflect on your goals—paper, pens, computer, post-its, whatever. Then reflect on your goals in order to determine what to do next.
Reflecting on my goals has helped me achieve them. I think it will help you, too.
How?
Take 30 minutes each week to review what your goals are, track the progress you’ve made on each goal, and determine the action steps you’ll take in the next week.
Take 30 minutes. Go somewhere you won’t be disturbed. Bring along whatever you need to help you reflect on your goals—paper, pens, computer, post-its, whatever. Then reflect on your goals in order to determine what to do next.
Reflecting on my goals has helped me achieve them. I think it will help you, too.
To what extent do you provide value-added content?
14/04/11 20:38 Filed in: Christian Ed
If you want to help your students connect what they study and what the Bible teaches, provide value-added content. How? By providing new Biblical teaching. And by providing new connections between what they study and what the Bible teaches.
Question: Why valued-added content? In other words, why “new” Biblical teaching? Why “new” connections?
Question: Why valued-added content? In other words, why “new” Biblical teaching? Why “new” connections?
- Because students attend Christian schools to learn new things.
- Because in my experience, students are more likely to get engaged when studying new Biblical teaching and are more likely to get turned off by going over the same Biblical teaching.
- Because students like learning about new connections, like making new connections, and dislike overusing the same connections.
How often do you use affirmation to encourage others?
14/04/11 20:34 Filed in: Coaching
Your client is sharing the results of the 2 action steps she’s taken to get better life balance. She walked for 30 minutes each day and is feeling more relaxed. And when her supervisor asked her to design a newsletter, she responded with, “I’m happy to design a newsletter. What would you like me to stop working on in order do this?” Her supervisor said she should stop work on a promotional video!
You look at your client and say, “You’ve made real progress on getting better life balance. You accomplished your 2 action steps. You’re more relaxed, and you took on a new task without increasing your overall workload. Good for you!” Your client has a big smile on her face. She looks encouraged.
My point: Use affirmation to encourage others.
Question: How often do you use affirmation to encourage others?
You look at your client and say, “You’ve made real progress on getting better life balance. You accomplished your 2 action steps. You’re more relaxed, and you took on a new task without increasing your overall workload. Good for you!” Your client has a big smile on her face. She looks encouraged.
My point: Use affirmation to encourage others.
Question: How often do you use affirmation to encourage others?
- Consistently?
- Usually?
- Sometimes?
- Rarely?
- Growth-centered
- Relevant
- Authentic
- Client-focused
- Energizing
- Specific
How committed are you to using questions?
14/04/11 20:32 Filed in: Christian Ed
For me, commitment results in action. So when I want to know how committed I am to something, I look at what I’m doing. At Christian schools, we’re committed to helping students connect what they study and what the Bible teaches. And in my experience, teachers who are committed to using questions to help students make connections take action:
Help your students connect what they study and what the Bible teaches. Use questions. Today.
- They have identified effective Biblical perspective questions like “How can you relate to culture?”
- They ask their Biblical perspective questions.
- They frame each of their classes (and each of their units) around their Biblical perspective questions.
- They use one or more of their questions to start a unit.
- They have their students journal on a question.
- They use questions as a springboard to having their students read the Bible and articles by Christians.
- They use their questions to review a unit.
- They use Biblical perspective questions as the basis of unit and semester assessments.
- They post their questions on a bulletin board.
- They prominently feature their questions on their course syllabi and Web site.
Help your students connect what they study and what the Bible teaches. Use questions. Today.
